Issue #95 April 2015 Tottori, Japan
Newsletter of the "Global Issues in Language Education" Special Interest Group (GILE SIG) of the Japan Association for Language Teaching (JALT)
GLOBAL ISSUES IN LANGUAGE EDUCATION NEWSLETTER
! ! ! 95th Issue
celebrating 95 issues and 25 years in print since 1990
Kip A. Cates, Tottori University, Koyama, Tottori City, JAPAN 680-8551 E-mail: [email protected] Check out back issues on our homepage! Website: www.gilesig.org Facebook: www.facebook.com/gilesig.org
NEWSLETTER #95
Our spring 2015 newsletter features: (1) an article by Beverley Lafaye on using non- fiction films on global themes for oral communication classes, (2) a selection by David Deubelbeiss of on-line games that practice English while raising awareness of social issues, and (3) a report by Brent Simmonds on last fall’s Education for Sustainable Development 2014 world conference held in Nagoya, Japan. Our special feature for this newsletter is Teaching about Destructive Cults. This thematic section, chosen to coincide with the 20th anniversary of the 1995 Aum Shinrikyo sarin attacks in Tokyo, includes a variety of ideas, activities, books, films and other resources for teaching students about – and protecting them from – religious cults. We finish out this issue with a report on the TESOL 2015 conference in Toronto plus a round-up of global education news, events and information.
! E-SUBSCRIPTIONS: After 20 years as a paper newsletter, we now offer electronic subscriptions by e-mail. Please let us know if you’d like to try this eco-friendly option!
* Abstracts of articles on global themes from ELT journals and the media 4 * News and announcements from language teaching organizations 5 * Conference Report: Global Issues at TESOL 2015 (Toronto, Canada) 6 – 9 * Non-Fiction Film in the Oral Communication Class by Beverley Lafaye 10 – 11 * My Top 5 On-line Games on Social & Global Issues by David Deubelbeiss 12 – 13 * Education for Sustainable Development (ESD 2014) by Brent Simmonds 14 – 16 * Special Feature: Teaching about Destructive Cults 17 – 19 * Language teaching textbooks on global education themes 21 * Book Profiles: Resource books for teaching about destructive cults 22
Global Issues in Language Education 1 Printed entirely on recycled paper. !
A N N O U N C E M E N T S
Pan-SIG 2015 Conference Global Education Events May 16 – 17, 2015 Kobe
< www.pansig.org > ! Sustainable Tourism and Hospitality in Asia Narratives: Raising the Happiness Quotient April 26 - 28, 2015 Hiroshima (Japan) Don’t miss this spring’s Pan-SIG 2015 conference Website:
The Summer Institute for Intercultural Communica- <> Working for Conflict Transformation tion will offer 30+ workshops this July including: ! World Environmental Education Congress
• Teaching Intercultural Communication June 29 – July 2, 2015 Gothenburg (Sweden) • Assessing Intercultural Competence http://weec2015.org/thecongress/invitation/
• Countering Bias via Curiosity and Empathy ! IIPE Summer Institute of Peace Education • Developing Global Leaders July 26 – Aug 2, 2015 Toledo, Ohio (USA) • China: Encounter the Culture of a Rising Power Website:
Intercultural Communication Institute, 8835 SW Canyon Lane, Suite 238, Portland, OR 97225, USA More global education events are listed at:
GILE SIG Website GILE on Facebook GILE on Twitter
www.gilesig.org www.facebook.com/gilesig.org https://twitter.com/gilesigjp
Our Global Issues in Language Check out our Global Issues • For updates on global themes, Education Special Interest Group Facebook page for an exciting see our Global Issues Twitter site website offers a wealth of teach- selection of up-to-date news, • Make sure as well to check out ing ideas from back issues of our events, campaigns, resources, The GILE Daily, a dynamic newsletter, thanks to webmaster initiatives and info on global resource for following the issues: Paul Arenson. Check it out! education and global issues. <> http://paper.li/gilesigjp
Global Issues in Language Education 2 Newsletter Issue #95 April 2015 !
JALT GLOBAL ISSUES SIG OFFICERS FOR 2015
Here are the 2015 officers for our Global Issues in Language Education Special Interest Group (GILE SIG) of the Japan Association for Language Teaching (JALT). Let us know if you want to join the team!
ADMINISTRATIVE OFFICERS REGIONAL OFFICERS PROJECT OFFICERS
SIG Chair & Newsletter Editor: Hokkaido: Tim Grose SIG Programs: Kip Cates (contact details at left) Jennie Roloff-Rothman
Tottori University Tohoku: Naoko Harada International Christian Univ. Koyama-cho, Tottori City
Kanto: Mark Shrosbree Jane Nakagawa (at left) SIG Treasurer: Anthony Torbert Tokai University, Kanagawa SIG Publicity: Kobe Gakuin University
Hokkaido
Okinawa University Kyushu: Jack Brajcich SIG Facebook & Twitter: Naha, Okinawa Fukuoka Jogakuin Jr College Jennie Roloff-Rothman
WHERE CAN I DONATE USED GLOBAL PROJECTS FOR LANGUAGE TEXTBOOKS? SCHOOLS AND CLASSES
Don't throw away old textbooks, journals, dictionaries or cassette tapes. Recycle them! ENVIRONMENTAL PROJECTS
EFL Books Requested for Teachers in Haiti ! How to Save Paper in School
EFL teachers in Haiti are still recovering from www.wikihow.com/Save-Paper-in-School the January 2010 earthquake. Send books to: Herve F. Alcindor, Mate-Tesol President ! How to Become a Green School www.greenschools.net/ 84 Avenue Jean-Paul II, Turgeau Port-au-Prince, Haiti CLASS OR SCHOOL EVENTS "Book Aid" South Africa Library Project Help poor South African kids! Check first to see! ! ! ! Sponsor a Child Overseas
what's needed. They'll mail to South Africa. http://plan-international.org www.plan-japan.org Chikako Noda (Japan)
Global Issues in Language Education 3 Newsletter Issue #95 April 2015
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GLOBAL ISSUES IN LT JOURNALS AND THE MEDIA
Abstracts of articles from language teaching journals and news media.
Guided Meditation in the English English Village Planned for Tokyo
Language Classroom The Tokyo city government plans to set up an English
by Amy Jenkins (US Dept. of Education) language learning “village” where students can improve their English proficiency with native speakers in realistic This article outlines the benefits of meditation for settings. The village, scheduled to open in 2018, will foreign language learners and describes ways to include roleplaying in simu-lated restaurants, hospitals integrate meditation techniques into the classroom. It and other workplaces. Speaking Japanese will be banned argues that meditation can help students to relax, focus in principle. According to the Asahi Shimbun, the village and calm the stress, distractions and worries that cloud will resemble Kidzania, a global franchise of their minds: Did I get my homework done correctly? after-school theme parks where kids put on uniforms and Who will I eat lunch with? Why didn’t my friend stop at pretend to do adult jobs. Kidzania Tokyo already has my locker to say Hi? Is my hair a mess? It also English Wednesdays where children order food in includes teaching ideas on designing meditation English from older kids “working” as waiters under the lessons around focus words such as happiness, guidance of native speaker Kidzania staff. tolerance, empathy, trust and peace. “EFL Village Planned for 2018” EL Gazette #422 English Teaching Forum Vol. 53/1 2015 USA March 2015. www.elgazette.com http://englishprograms.state.gov/forum/
EFL Teacher’s Grave Tended for 143 Years English Support for Syrian Refugees
The British embassy in Tokyo has written a letter to a by Roohi Malik (British Council, Lebanon) Japanese family to thank them for tending the grave of a A new Accessing Education program, funded by the British English teacher for 143 years. Bernard EU and the British Council, aims to benefit 90,000 Littlewood came to Japan in the 1870s to teach English Syrian refugee children living in Lebanon. The 2-year and later died of smallpox. The Murai family of Kaga project includes training for 1,200 Lebanese school City took it upon themselves to tend his grave. Their teachers, research and the design of English language descendants continued to maintain the tomb even during teaching materials. As Donna McGowan, a British World War II when Britain and Japan were enemies. Council director, noted, “The Lebanese system is under 81-year old Kumiko Murai was speechless after severe pressure given that Lebanon is now hosting over receiving the letter from British Ambassador Timothy
1.2 million Syrian refugees. We believe this project is Hitchens. making a real difference.” “Tefler’s Tomb Tended” EL Gazette #422 March “Lebanese Schools Support Syrian Refugees” EL 2015. www.elgazette.com
Gazette #421 February 2015. www.elgazette.com Teaching English in North Korea
An EFL memoir by South Korean teacher, Suki Kim, Frank Lives has made the New York Times best seller list. The book,
by Richard Lederer
Frank House draws 4,000 visitors a day – a million ! Have you created a classroom activity, a teaching each year. The author concludes, “Anne’s voice was unit or a course on a global theme? preserved out of the millions that were silenced. It has ! Is there a teaching resource that you recommend? outlasted the shouts of the murderers and soared above
the voices of time.” ! If so, then write it up, send it in and share your “Frank Lives” in Language Magazine Volume 14/7 ideas with our GILE Newsletter readers! March 2015
Global Issues in Language Education 4 Newsletter Issue #95 April 2015
NEWS FROM LANGUAGE TEACHING ORGANIZATIONS
Key Internet Websites on Global Language Education Events Issues and Language Teaching
! Education, Language, Sustainability (SELSA) June 3 - 5, 2015 Hiroshima (Japan) Proposal Deadline: April 24, 2015 http://esd
focus.org/language-sustainability-symposium/
! European Conference on Language Learning
July 1 - 5, 2015 Brighton (England, UK JALT Global Issues SIG (Japan) Web:
! English Studies and Women’s Empowerment IATEFL Global Issues SIG (UK) August 21 – 22, 2015 Andhra Pradesh (India) http://gisig.iatefl.org/ Proposal Deadline: May 30, 2015 Website:
! Japan Association of College English Teachers ESL Etc. (David Royal: Univ. of South Florida) Intercultural Competence in a Globalized World www.esletc.com August 29 – 31, 2015 Kagoshima (Japan) Website:
The 41st annual JALT conference will be held prepare one or more presentations to submit!. November 20–23, 2015 in Shizuoka on the theme ! Deadline for Proposals: June 1, 2015 Focus on the Learner. Plenary speakers are Jean- ! Conference details: www.tesol.org Marc Dewaele (Emotions in Language Learning), st Joan Kang Shin (21 Century Technology) and Social Responsibility Interest Section (SR-IS) Tomoko Yashima (Imagined L2 Selves).. TESOL’s Social Responsibility Interest Section
(SR-IS) invites global teachers worldwide to join
Int’l Association of Teachers of it. If you’re a TESOL member, please make sure to make this your primary interest section. English as a Foreign Language No. 2-3 The Foundry, Seager Road, SR-IS: Elisabeth L. Chan (USA) Faversham Kent UK ME1 37FD
Don’t forget to renew your Global Issues IATEFL 2016 CONFERENCE IATEFL’s 2016 conference will be held next MEMBERSHIP / SUBSCRIPTION spring from April 13 – 16 in Birmingham, UK. JALT Members: ¥1,500 per year Do plan to submit a proposal! Non-JALT Newsletter Subscriptions ! Submission Deadline: September 2015 Japan: ¥2,000 IATEFL’s Global Issues SIG (GI-SIG) Overseas: US $15 IATEFL’s GI-SIG runs a dynamic website with
loads of global ed teaching ideas, resources and Conference Information activities. Check out their list of e-lessons! * www.conferencealerts.com/language.htm Margit Szesztay
Global Issues in Language Education 5 Newsletter Issue #95 April 2015
Conference Report: TESOL 2015 !"#"$%"&'()$)*)'
TESOL 2015, the 49th annual convention of TESOL (Teachers of English to Speakers of Other Languages) was held March 25 - 28 in Toronto, Canada on the theme “Crossing Borders, Building Bridges.” With 1,000 sessions attended by 7,000 participants from almost 100 countries, this is the world’s largest English teaching conference. Here are some of the many global sessions given.
Pre-Conference Workshop No Student Left Inside: Bridging the Classroom and the Environment Plagiarism: A Bridge to Learning?
This workshop discussed the problem of student This session by TESOL’s Environmental Respon- plagiarism and introduced ways in which teachers sibility Forum (ERF) featured a panel of English can promote proper citation through meaningful teachers who described their work to promote class activities which promote academic integrity. environmental awareness in ESL classes. For Alice Lee (Macau)
TESOL Plenary Talks ! Community Volunteering and Eco-events Laurel Collins
st Other Conference Presentations Communicative Competence in the 21 Century
This plenary featured a panel who discussed the five major dimensions of communicative competence English-Japanese Dialog: An On-line Community (accuracy, fluency, complexity, appropriacy, This talk reported on a 6-year action research capacity) and the role of critical cultural awareness. project featuring an international bilingual team- Michael Byram (UK)
Social Responsibility IS The Promotion of Students as Global Citizens This talk discussed the challenges of educating
TESOL’s Social Responsibility Interest Section students for global citizenship and implications for (SR-IS) supports English teachers worldwide policies, pedagogy and curricula. Bozana Knezevic (University of Rijeka, Croatia)
as skill, not just content, which prepares students Future TESOL Conferences to communicate with people from unfamiliar
! 2016 : April 5 - 8 (Baltimore, Maryland) Navigate International Demographics on Campus ! 2017 : March 21 - 24 (Seattle, Washington) This presentation addressed issues faced by US ! 2018 : March 27 - 30 (Chicago, Illinois) college campuses given the upward trend in the ! 2019 : March 12 - 15 (Atlanta, Georgia) number of international students. Amanda Dago (University of Nebraska)
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Using Video to Approach Sensitive Topics Intercultural Communication On-line Simulation This discussed ways that teachers can use films to This talk introduced Engineers Without Borders build language skills while addressing themes of (EWB), a simulation designed to promote critical social justice, bullying, immigration and discrimi- thinking and cultural awareness. Gene Halleck nation. Shelley Wong
Global Citizenship: Transformative Practice Talking Our Way to Understanding History This talk discussed how global citizenship educa- This presentation described how a social studies tion and the skills and values that it advocates can unit for ESL students led to a deeper understanding be applied in the ESL classroom. Sherry Blok of language and history. Gisela Ernst-Slavit (Concordia University)
Teaching English: International Children’s Songs Rwanda, English & Post-Conflict Reconstruction This session showed how teaching international This session described the results of a 10-year children’s songs promotes English skills and the training program in TESOL, leadership and peace multicultural awareness needed in our global age. initiatives for teachers in Rwanda. Karen Paluk Joan Kang Shin (Maryland)
Analysis of Gender Representation in EFL Texts Hong Kong, Canada This talk reported on the biased ratios, roles and This session featured a performance of Hong Kong, representations of men and women found in Canada, a powerful drama about language, discri- middle school EFL texts in Jordan. Fatma Hasan mination & xenophobia at a Canadian high school. (Texas A&M)
Be a Peace Corps Volunteer: Teach Overseas Social Class Issues in TESOL Settings This talk described education projects carried out This discussion session outlined the variety of by American Peace Corps volunteers during their ways in which issues of social class impact the two years of service overseas. Brock Brady (US lives of English teachers and students. Stephanie Peace Corps)
Crossing Borders with “Half the Sky” Building Bridges: Americans and Indonesians This talk explained how an ESL unit on the PBS This talk described a partner project in which series Half the Sky led to a student poster project American and Indonesian teachers joined to design on issues facing women worldwide. Catherine EFL lessons for learners in Bali. Jan Dormer DeGaytan (Arizona S)
See No Evil: Human Rights in the ME Campus Identity, TESOL and Cosmopolitanism This discussed the kinds of human rights violations This session discussed the link between identity, that affect teachers in Middle Eastern countries as TESOL and cosmopolitanism with its roots in glo- well as possible countermeasures. Rob Clement balization and English as a Lingua Franca. Peter de (Sohar University Oman)
Teaching Communicative Peace, Hope, Tolerance Student Excursions: Classroom to the Real World This talk presented a framework for empowering This talk discussed how to help learners transfer learners with hope, a tolerance of diversity and a learning from the classroom to the real world via commitment to promote peace locally and globally. student excursions into the local community. Noga K. Giddens
Building Global Bridges through ESP Projects Recognizing the LGBT in ESL This panel session introduced US State Depart- This session explained ways to respectfully handle ment programs ranging from English for illiterate class discussions related to lesbian, gay, bisexual street vendors to ESP for Supreme Court judges. and transgendered (LGBT) content. Joseph Dawn Bikowski (Ohio U.)
Multilingualism: Voices from a Globalized World Activities for English as an International Lg. This panel session featured speakers from Thailand, This talk introduced a set of criteria for teaching Mexico and the US who discussed issues related to English as an International Language and related bilingualism and multiculturalism in a global age. activities for classroom use. Aya Matsuda David Freeman (Texas)
Global Issues in Language Education 7 Newsletter Issue #95 April 2015
Multilingual Education: Right Historic Wrongs Motivating Kids: ESL Community Service This discussed the need to redress past wrongs of This presentation described the outcomes of a language loss endured by indigenous and immi- community service project which developed the grant children to make schools more accountable. language skills and motivation of 500 public school Wayne Wright (Purdue)
Reducing the Stigma of ESL TESOL and Blackness: Return of the Repressed This talk discussed options for colleges and This session discussed issues ranging from hip-hop universities to avoid or diminish the stigma often to the classroom to critique the cultural politics of associated with ESL and IEP courses. Catherine Blackness in English language teaching. Awad Lee (Univ. of Wisconsin)
Seedfolks Novel and Companion Worktext Enhancing English Skills the TPR Yoga Way This session introduced materials for teaching This workshop demonstrated how yoga poses and Seedfolks, a story in which multinational neighbors breathing can help to foster students’ oral language become friends by planting a community garden. skills in a relaxed environment. Shaila Mahan Joan Ashkenas
“African Americans are Bad Guys” Arlington / San Miguel Sister City Program This talk urged language teachers to design ESL This talk introduced a sister city English program units which address racial and national stereotypes linking Arlington, Virginia (US) and San Miguel held by international students. Elizabeth Wadell (El Salvador) aimed at empowering Salvadoran (Diablo Valley)
Cultural and Linguistic Discrimination Teaching via Community Radio in Mauretania This talk described the differences in linguistic and This session described a Generation English radio cultural discrimination that are experienced by program broadcast to thousands of people in Mali, international students and immigrants. Elisabeth Senegal and Mauritania. Habib Ly (Mauretania Chan (N Virginia College)
TED Talks with an Accent: Diverse Englishes Using Games for Social Responsibility This described how TED talks featuring non- This explained how on-line games such as Mine- native and World English speakers can provide craft, Trace Effects and Mission US promote both students with diverse models of eloquent English. language learning and action for social change. Mary Romney
Exploring Spirituality and ELT Collaboration among TESOLers & Cuban ELTs This panel featured Buddhist, Christian, Muslim, This session aimed to promote dialog, joint non-religious and atheist teachers who discussed research and student exchanges between English how their spirituality impacts their identity, classes teachers in Cuba and in other countries. Robert and teaching. Mary Wong
Environmental Education for English Learners Hot Topics: Critical Thinking via News Stories This session explained how ESL projects on the This talk provided teaching tips for using news theme of environmental stewardship can promote clips to promote an understanding of multiple student curiosity and action to protect the viewpoints and student opinions on current issues. environment. A. Foerster
Confronting Native-Speakerism Learning English with Infographics This presentation discussed the need for critical This discussed how on-line and print infographics dialog between native and non-native English can help students to develop language skills, teachers leading to action for change. Sunao content knowledge and critical thinking. Gabriela Fukunaga (Univ. Washington)
Culture Learning via TV: What Can Go Wrong? Telecollaboration Across Language and Culture This session outlined potential pitfalls of cultural This talk described the results of an on-line writing misunderstanding which can result when ESL project which paired EFL students in Korea with learners view American TV shows. Junru Yang American learners of Korean. Eunjeong Choi (Shantou Univ. China)
Global Issues in Language Education 8 Newsletter Issue #95 April 2015
When Scammers Target Your Students Envisioning Feminist Solidarity in TESOL This talk explained financial scams that target ESL This brought together six panelists who discussed learners and how to help students avoid them. their research, teaching and personal struggles as Monica Vaca (Federal Trade Commission)
Developing Language by Developing Delegates North Korean Defectors’ Struggle with English This explained a content-based unit for adolescent This talk addressed the linguistic and cultural learners designed by ESL and history teachers challenges faced by North Korean defectors in which featured a Model United Nations simulation. learning English at South Korean universities. Eun Allison Balter
Going Paperless: A Composition Course Poster Presentations This presentation outlined the benefits for teachers and students of going paperless in an ESL English for Global Sustainable Teens composition course at a US university. Esther Lee Abel Abbes (Ministry of Ed, Tunisia) (California State Univ.)
TESOL and Indigenous Education Socially Responsible Language Teaching: EAP Alexander Nanni (Mahidol Univ. Thailand) This explained how English teachers can ensure language rights and cultural inclusion of indige- Civilian vs Military Language Programs nous peoples in the US, Guatemala and Australia. Peggy Garza (US)
Mayra Daniel (N. Illinois U)
The Discourse of Globalization in Higher Ed. An English Syllabus for Global Mindedness This talk discussed the presenter’s research on how Mitaka Yoneda (Mukogawa Women's University) the discourse of globalization is used by univer- Increasing Female Participation via Technology sities both on campus and in the society. Kristin Deanna Rasmussen (Texas A&M University, Hiller (U Utah)
ESL Curriculum for Buddhist Monks Options for Electronic Plagiarism Detection This talk described the design of an ESP (English Leyla Lambert
Order in the Court: Lg Skills via Mock Trials Do English Names Build Bridges for Chinese? Amanda Sekour (University of Texas, Austin)
Global Issues in Language Education 9 Newsletter Issue #95 April 2015
Non-Fiction Film in the Oral Communication Class
by Beverley Elsom Lafaye (Tokaigakuen University, Nagoya)
Introduction activities for use if time remains. This article draws on the author’s 5 years’ Students are given total freedom to choose experience of teaching film at university level to which excerpts they will show to the class, and how explain what an excellent resource non-fiction film is they will use these to stimulate discussion and for the language classroom, and to show how it can language activities. This control is very much be successfully used to get students to study a wide appreciated by students who show a lot of creativity range of social and global issues. in their presentations. They are offered a list of books to use as support and models, and can also get help Rationale from the teacher in reviewing and developing their Culture worldwide is now dominated by images, work. A handout must be made for class members. and particularly moving images, which teachers from Table 1 shows what students should cover in their many disciplines have been keen to exploit in class. presentations. The language teacher has been wise to capitalize on this, as modern generations show an obvious Organisation Content readiness to work well with the medium. The impact of visual information ‘dwarfs other mediums’ (Maley Geographical Context Maps in Stempleski, 2001). It may not be too much to say Background details Release date / Director / that we are faced with a generation of students who Actors respond better to short sound bytes, ‘manga’ and Summary Full with spoiler alert, or movie-clips (You-Tube and Vine) than to the written abridged word. Memorable Quotes Select for impact / As educators, we should embrace this and use-fulness in discussions harness it to achieve our pedagogical ends. The Significant Parts of Limit to 3-5 excerpts interest in non-fiction films based on or inspired by the Film real events is growing, as evidenced by 6 of 9 films Pertinent Vocabulary Introduce in quizzes or nominated for best picture at the 2014 Academy other exercises. Awards, with one of them - 12 Years a Slave - going Pre / Post-viewing Favour materials which on to win. Inspirational stories are arguably more questions / activities will interest peers and inspiring if they are true. Feel-good films feel better if motivate discussion the events they depict actually happened. Films with Discussion Questions Focus on the issue messages of social import have more impact when anchored in reality. Table 1 Film presentation preparation
Method, Presentation, Discussion, Follow-up In follow-up studies for their final assignment, The university EFL course that I teach aims to students choose any of the films studied, (but must raise awareness about social and global issues. This not use their own), then research and write about an 15-week course starts off with introductory lessons issue that they identified in the film. The summary of on film analysis, research and data collecting, work at least one original professional review of the film with a template, then model presentations by the must be included in this report. However, it is teacher. Students are then required to present a film intended that students explore the issue in the wider based on a true story, selected from the teacher’s context and use the film only briefly as reference or extensive list of documentary and feature films. supporting material when writing their reports. Students work on their films individually or in pairs. Depending on learner level, a teacher can provide the They soon become accustomed to making clear links thesis-statements from which students must write the between excerpts and the discussions they intend to report. More confident or advanced students will prompt. They quickly learn that clip-viewing can choose their own themes and generate their own preci-pitate lively discussion. Students are assigned a statements. maximum of 90 minutes to present their film, during As examples of possible research themes, the which time they ‘teach the class’. There is no film Supersize Me would lend itself to research on pressure for them to use the whole time available, as modern phenomena (e.g. obesity as a social/global the teacher prepares supplementary discussions and issue), advertising policies (children as consumers: a
Global Issues in Language Education 10 Newsletter Issue #95 April 2015
global issue) and junk food (a social issue). Dallas with thought-provoking film clips, the prospect of Buyers’ Club invites research on homophobia, the researching and writing an assignment becomes Pursuit of Happyness on poverty and so on. challenge rather than chore. I like to think that by Readers may already see what excerpts of their using film in the classroom, unwilling readers favourite films they would show students and how become engaged and essentially tricked into doing they could use these as a base for discussion and good reading and research. language learning. For interest, here are some Finally, there is often concern about copyright movie titles with issues that the films address: and using film in class, so it is good to report that the United States - probably one of the most strict FILM! ISSUES ADDRESSED! regarding copyright laws - allows professors to use Awakenings! ! medical research film clips for educational purposes without fear of ! food and drug safety! penalty (Kolowich, 2010). Those of us in Asia should The Blind Side! ! social integration! have even less to fear. Bowling For ! gun control! Columbine! Afterword Boys Don’t Cry! ! gender / gay rights / rape! Please note that while the university course I teach focuses on the use of film for advanced EFL Catch Me If You Can! ! identity theft ! students, this has also been used successfully with Dallas Buyers’ Club! ! homophobia / health care! lower-level learners. Omitting the presentation Dead Man Walking! ! capital punishment! section required of students, teachers can choose to Elephant Man! ! welfare / human rights! select excerpts themselves to exploit from the ! Erin Brockovich ! corporate responsibility language-learning point of view or to stimulate ! pollution thinking and discussion. Discussions will naturally be ! ! single parenting less developed and the research element more ! ! The King’s Speech ! disability elementary, but no less valuable. I believe that we Magdalene Sisters ! institutional abuse! should never forget that just because students may Philomena have difficulties expressing themselves in English, it Rabbit-Proof Fence! in no way means that they are unable to think about Pursuit Of Happyness! ! poverty issues. I consider it one of my most important roles as ! homelessness! a teacher to facilitate this. Schindler’s List ! war Hotel Rwanda! ! genocide! References The Social Network ! privacy Citizenfour! ! cyber bullying! Akimoto, H. and M. Hamada. (2004) American Supersize Me! ! obesity Society in Focus. Tokyo: Macmillan Lg. House. ! advertising to children Dougill, J. (2002) Understanding Movies. Tokyo: ! junk food addiction! Macmillan Language House.
Titanic! ! social disparity / classism! Internet Movie Data Base
In my experience, students unfailingly rise to *Vankin, J. and J. Whalen. (2005) Based on a True the challenge of exploring difficult questions. They Story. Chicago: Chicago Review Press. enjoy putting together a presentation to share their passion for a particular film with their peers – the *Kolowich, S. (2010) ‘Movie Clips and Copyright’. most dedicated will prepare a power-point Inside Higher Ed. June 2010. (Retrieved on 19 presentation - and they appear to revel in the fact that February 2014 from: they get to choose not only the film itself, but www.insidehighered.com/news/2010/07/28/copyright #sthash.ZWnhuSVY.dpbs) excerpts and quotations for study, the pertinent vocabulary they will teach and the themes and Beverley Lafaye discussions they will engage their classmates in. Tokaigakuen University, Nagoya, Japan From the teacher’s point of view, it is also very E-mail:
Global Issues in Language Education 11 Newsletter Issue #95 April 2015
My Top 5 On-line Games on Social and Global Issues
by David Deubelbeiss
Introduction On-line games on global issue topics are 3. Spent something that students really get interested in. They The player must make are very motivating for language learning, they help spending decisions as an bring the learning focus into the wider world and they unemployed worker and then try to survive what get kids thinking. Critically thinking. Even active. life throws at them. Further, these games are for the most part Overview: Work hard. Do the right thing. authentic. That can pose a challenge for many Homelessness is something that will never happen language learners. However, because of the strong to me. Sometimes, all it takes is one life-changing context provided through visuals / text / audio in experience to land you on the streets: a job loss, these games, that isn’t a big problem. One other death of a loved one, divorce, natural disaster, or feature of these games is that they take time and are, serious illness. Next thing you know, a chain of for the most part, script based. events sends things spiraling out of control… How Below are my personal “Top 5” favorite games would you cope? Where would you go? What on social and global issues. All of these games - and would you do? many more along the same lines - can be found on the http://playspent.org/ game page of the website EFL Classroom 2.0
1. Darfur is Dying In two age levels, students try to find Zoe and deal A game where students live the with all the social relationship problems that come life of a refugee camp member along. The game promotes tolerance and good and have to make decisions in order to survive. relationships between girls and boys.
Overview: Darfur is Dying is a viral video Overview: Finding Zoe is an online game that game for change that provides a window into the addresses gender stereotypes and abusive teen experience of the 2.5 million refugees in the dating relationships. Geared towards youth aged Darfur region of Sudan. Players must keep their 8-10 and 11-14, Finding Zoe explores root causes refugee camp functioning in the face of attacks by of violence against women and girls, challenges Janjaweed militias. Players learn about the gender stereotypes, instructs on warning signs of genocide in Darfur that has taken the lives of violence, and introduces community services. 400,000 people, and find ways to get involved to http://takeactiongames.com/TAG/ZOE.html help stop this human rights humanitarian crisis.
www.darfurisdying.com 5. Student Survivor
Students navigate through the 2. Sim’s Sweatshop quagmire that is university Students learn about life as a life and try to survive. sweatshop worker. Attractive and well put together. Students actually work, gain Overview: Create a student and help them a wage and get to feel what life might be like for graduate from university while keeping on top of those working in a sweatshop. their health, social life, studies and finances. http://www.studentsurvivor.org.uk/2/
Overview: You’re invited to enter the world of This article has been reprinted with permission from the the sweatshop and become a factory worker. Do author’s on-line blog. you accept the challenge? Can you tirelessly make sports shoes for less than $1 an hour as you David Deubelbeiss struggle to support your family? Let the game Ewha Women’s University, Seoul, Korea begin... E-mail:
www.simsweatshop.com Website:
Global Issues in Language Education 12 Newsletter Issue #95 April 2015
Fair Play Ayiti: The Cost of Life Trace Effects gameslearningsociety.org http://ayiti.globalkids.org americanenglish.state.gov
A game where players become An on-line game in which An ESL game where players an African American graduate players work to manage a learn English while exploring student and are forced to deal rural family of four in Haiti social activism, conflict reso- with common racial biases. over a period of 5 years. lution & empowering women.
The Migrant Trail Electrocity Free Rice www.theundocumented.com www.electrocity.co.nz http.freerice.com
A game in which players take An on-line game in which A vocabulary game in which on the roles of undocumented players become mayor of a 10 grains of rice are donated migrants and patrol agents virtual town and work to to the World Food Program along the US - Mexico border. create a sustainable city. for every correct answer.
Amazon Trail Other Good Games Grand Theft Childhood www.freegameempire.com to Check Out www.amazon.com
A game in which players travel Peacemaker (Israel-Palestine) Read this book from Harvard up the Amazon River and learn Minecraft (Undugu Playground) Medical School about violent about the Amazon rainforest, Play the News video games and their impact its plants, animals and people. Where in the World is Carmen on children and young people
GAMES FOR CHANGE TAKE ACTION GAMES < www.gamesforchange.org > < http://takeactiongames.com >
Mission: Catalyzing Social Impact Mission: Innovative game design that Through Digital Games intersects art, activism, ethics & documentary
Games for Change was founded in 2004 and Take Action Games was founded in 2006 and facilitates the creation and distribution of social specializes in games for change. Our goal is to
impact games that serve as critical tools in address significant social and political themes
humanitarian and educational efforts. We aim via innovative game design that traverses the
to leverage entertainment and engagement for intersection of art, activism, ethics and social good. To further grow the field, Games documentary. TAG strives to create interactive for Change convenes multiple stakeholders, experiences to issues of social justice in hope highlights best practices, incubates games, and of expanding the expressiveness of games helps direct investment into new projects. towards diverse experiences and audiences.
Shin-Eiken Association “Shin Eigo Kyoiku” (New English Classroom) Magazine < www.shin-eiken.com > Sanyusha Press
Issue # 546 (February 2015) "#$$%&'(%&'() ! Teaching for Peace via World Peace Museums (Takako Kasuya) ! Hate Speech and the Song “Ebony and Ivory” (K. Yonemushi) Shin-Eiken is a dynamic high ) Issue # 547 (March 2015) Theme: English and Thinking Skills school English teachers group in ! Teaching about Prejudice via the Film “Hairspray” (K Nomura) based in Japan which works to ! Thoughts on the Globalization of English Ed. (Masumi Ikeda) promote global awareness, peace, international understanding and Issue # 548 (April 2015) Theme: Broadening the Textbook humanistic education. Check out ! The American Buffalo & Dances With Wolves (K. Yonemushi) its Japanese website, subscribe to ! Studying the Holocaust through Edith Velmans (T. Shimazaki) its magazine or attend one of its ! Teaching Picasso’s War Painting “Guernica” (I. Hagiwara) many regional events in Japan. ! Teaching EFL for Peace to Prevent World War III (Mikio Kan)
Global Issues in Language Education 13 Newsletter Issue #95 April 2015
Special Report: Education for Sustainable Development
World ESD Conference Nov. 10 – 12, 2014 (Nagoya, Japan)
by Brent Simmonds (Chair, JALT Environmental Committee)
Introduction change, urbanisation and waste management have The United Nations decade of Education for been designed for use in Eastern Europe and can be Sustainable Development (ESD) concluded in 2014. readily adapted to Japan. This project aimed “to equip people with knowledge and skills in sustainable development, while Climate change is an enormous problem 3 increasing their opportunities for leading healthy, which cannot be solved simply by govern- productive lives in harmony with nature and with ments and business. We all have a part to play, concern for social values, gender equity and cultural especially in education. The sustainable campus uses diversity” (WWF, 2014). an Environment Agency Dubai (EAD) manual In November 2014, the city of Nagoya, Japan “Basmat Al Shabab Beeiya - Handprint of Youth on hosted the final ESD conference of the decade. the Environment” which transforms academic Whilst the conference delegates mapped ESD’s future, concepts into reality. As part of this, audits covering an informative exhibition, featuring 25 education water, climate, land, energy and waste are undertaken projects selected from over 900, showed how the (SCI, 2014). Environmental improvement targets are vision of sustainable communities can be achieved set whilst at the heart of the project is the concept of through education, dialogue, public awareness and “learning by doing”. training activities (UNESCO, 2014). In Kenya, the Alliance of Religions and The exhibitors showed not only passion but a 4 deep understanding of the complex issues in Conservation (ARC) a cross-section of Sustainable Education, focussing not only on the Christian, Muslim and Hindu religious groups in environment but on intrinsically linked issues such as coll-boration with the Kenya Organisation of gender, global issues and corporate governance. Environmental Education (KOEE) have developed a Educational resources were readily available. faith-based ESD teacher’s toolkit. 80% of schools in Although mostly in English, material was also Kenya are associated with faiths either through their available in German, French, Spanish and Dutch. founders, coordinators or managers. (Story of Every exhibit had outstanding qualities. However, Faith-based ESD, 2014). four were particularly impressive as they feature good The toolkit enables teachers to implement faith practice in technology, teacher training, lesson values into the curriculum, which include living in resources and sustainable campus initiatives. peace and stewardship of the environ-ment. Pathways to becoming eco-schools using not only good In the Netherlands, the NGO GroenGelinkt teaching practice but engaging the students’ 1 (www.groengelinkt.nl) found that enthusia- imaginations have been developed by establishing stic teachers were being overwhelmed by the volume mini-projects that help the environ-ment such as of information available. On an easily accessible rainwater harvesting, planting fruit trees and waste website, educators can find teaching materials, guest management initiatives. lectures, outdoor activities and ESD. Materials are Education will form a central role in the post submitted to a group of expert educators, then given a -2015 Sustainable Development Goals which are score. Users can also give feedback using a simple expected to be adopted by UN member states in star system (1-5). In the future, they plan to develop a September 2015 (UN, 2015). The ESD exhibition in system to categorise resources more efficiently. Nagoya showed what can be achieved through Although the project is in Dutch, it provides a collaboration by diverse groups. At the conclusion of sustainable model in other countries. Similarly, it the conference, a Global Action Programme (GAP) demonstrates how technol-ogy has become an on Education for Sustainable Development was essential player for ESD. adopted which seeks to generate and speed up ESD
The Green Pack (www.education.rec.org) is a action for the future. (UNESCO, 2015,). 2 collaboration of 18 nations in Central and Eastern Europe and Asia. The project focusses on Brent Simmonds the development and implementation of an innovative Chair, JALT Environmental Committee multimedia educational kit for students available, as E-mail:
Global Issues in Language Education 14 Newsletter Issue #95 April 2015
25 ESD Project Exhibition Eco-Schools UAE and Be’ati Watani, (United The following 25 ESD projects were selected Arab Emirates) aims to raise student awareness of from more than 900 applications worldwide. sustainable development issues via classroom study as well as school and community action. (Bilingual
environmental education resource). AFRICA
Faith-based education for sustainable development, Kenya ESD developed by faith, ASIA and government and civil groups.
ESD education and training (Lebanon) ESD Climate change education for teachers (Kiribati) classroom packages and activities designed for Builds capacities in education with the resource teachers and students. Learning about climate change the Pacific way, plus
Environnement et développement durable (Morocco) This project disseminates sustainable EUROPE & development concepts to students, parents and N. AMERICA communities, and creates a network of environmental clubs.
Global Issues in Language Education 15 Newsletter Issue #95 April 2015
GroenGelinkt: ICT platform for ESD hand-in-hand, to critically evaluate the problems and (Netherlands) Aims to improve access to activities develop strategies for dealing with them. and teaching materials in formal and non-formal
Education for sustainability – WWF (Sweden) Aims to re-orient education sectors and References commu-nities towards a focus on ESD, through WWF model communities in East Africa, Cameroon, Aichi-Nagoya Committee for UNESCO World Madagascar, India and Indonesia.
UNESCO 2014. New York. United Nations. LATIN AMERICA & the CARIBBEAN Green has never been this close. GroenGelinkt.2015.
Colectivos Educadores/Municipio Educador Global Action Programme (GAP). UNESCO. 2014. Sustentable (Brazil) supports collective action as
Red Nacional de Jóvenes de Ambiente Conference on ESD.
(Colombia) This National Environment Youth Sustainable Campus Initiative. Empowering Youth. Network develops exchanges and activities for 2014. Environment Agency Dubai. young people through information, participation and management for sustainable development. Tools for a sustainable future. Regional Education
Earth Charter (Costa Rica) Recognized as an The Story of Faith-Based ESD; The Alliance of important ethical framework for sustainable Religions and Conservation & Kenya Organisation development (UNESCO 32C/Resolution 17). Many of Environmental Education. 2014. educators around the world use the Earth Charter as
ESD Toolkit University Leaders for a ESD Videos On-line
This website gives a compre- Do a quick search via Youtube for hensive overview of what ESD is Check out their listings to learn Education for Sustainable and shows how to implement it. about what colleges and Development to see ESD intros, Make sure to check out their list universities worldwide are doing country case studies, children’s of on-line Web Resources. to promote sustainable campuses. testimonies and ESD reports.
Global Issues in Language Education 16 Newsletter Issue #95 April 2015
Special Feature
Teaching about Destructive Cults
Why Teach about Destructive Cults? th Quotes about Cults This year marks the 20 anniversary of the 1995 sarin gas attacks carried out by Aum Shinrikyo in Tokyo. At the time, people in Japan and around the ! Nobody joins a cult. Cults recruit members. world were shocked to learn how easily Shoko Asahara, a blind “guru”, had brain-washed so many ! Cults are a serious cost on the world economy, to idealistic young people to carry out the kidnapping, victims, their families, employers, friends and credit torture and mass murder that were part of his insane card companies. – Keith Hanson plan for world destruction. Teaching this topic in the ! On the web, cults can spread very rapidly. A cult of language class promotes awareness and critical 12 people can suddenly find a formula which becomes thinking, and can protect our students from the evil very believable. – Tim Berners cults that target them and the cult recruiters that roam our campuses. ! The only difference between a cult and a religion is how much real estate they own. – Frank Zappa
Teaching Ideas ! Scientology always has been a game of power and
• Create an EFL unit about Aum Shinrikyo, Shoko control. L. Ron Hubbard was the ultimate con man. It's Asahara and the 1995 sarin attacks to help hard to figure out how much of Scientology was an students understand the danger of cults. experiment in brainwashing and controlling people, and how much was intended to help people. • Have students read and discuss profiles of other – Jenna Miscavige Hill destructive cults (examples on page 18) (niece of Scientology leader, David Miscavige) • Have students choose a particular cult, do ! research on it (history, aims, leader, issues), then People don’t knowingly join “cults” that will give an oral or written report in English. ultimately destroy and kill them. People join self-help groups, churches, political movements and college • View, study and discuss one ore more films campus socials in an effort to be a part of something about destructive cults (see the list on pg. 19) larger than themselves. It is mostly the innocent and • Invite a guest speaker to come talk to your class naive who find themselves entrapped. In their (a former cult member, an anti-cult activist...) openhearted endeavor to find meaning in their lives,
they walk blindly into the promise of ultimate answers
and a higher purpose. It is only gradually that a group Cult Education Institute (CEI) turns into or reveals itself as a cult. By then it is often < www.culteducation.com > too late. – Deborah Layton (Jonestown survivor)
For info and updates in English about cults and ! All destructive cults believe that the ends justify the anti-cult education, check out the website of CEI. means. As long as they believe what they are doing is “right”, they think nothing of lying, stealing, cheating
Japan Society for Cult Prevention & Recovery or using mind control to accomplish their ends. They violate, in the most profound and fundamental way, the
Key Books for Learning about Cults and Anti-Cult Education For Japanese info on cults and mind control, try the 2 books below. English books are listed on page 22.
"#$%&'$()*+,-. /+(01,23456,78,9:; (The Terror of Mind Control) (Handbook for Escaping Cults) *+,-./0123/ (4567) 1993 89:;<=%) (JSCPR) (2011) ! ! This is the Japanese translation of This is a great handbook on cults in Japan Steven Hassan’s classic 1990 anti-cult published by the Japan Society for Cult book Combatting Cult Mind Control. Prevention and Recovery (JSCPR).
Global Issues in Language Education 17 Newsletter Issue #95 April 2015
Dangerous Religious Cults: Seven Case Studies
1. What is / was ? the Bible >? controversial JKL follower UV! 2. When was it founded? blind @ABCDE cult ;<= to found WXST! 3. Who was ? brainwashing FG doomsday MNLOP8 suicide YZ! 4. What did he do? comet HI to exploit QRST weapon [\! 5. What happened?
Dangerous Religious Cults Aum Shinrikyo (Shoko Asahara)
Cults can be defined as Aum Shinrikyo was a Japanese cult controversial religious groups that founded in 1984 by a blind yoga recruit innocent people using lies teacher named Shoko Asahara. He and deception, brainwash them trained his followers to obey his with strange ideas, cut them off from their orders, make chemical weapons and prepare for friends and families, take their money, and doomsday. Those who opposed the cult were exploit them for the benefit of the cult and its murdered. On March 20, 1995, Aum members leaders. Here are profiles of seven dangerous released sarin gas on the Tokyo subway, killing cults for you to read, research and discuss. 12 and injuring 900. Asahara is now in prison.
Heaven’s Gate (Marshall Applewhite) The People’s Temple (Jim Jones)
Heaven’s Gate was an American Jim Jones was an American preacher cult founded in 1975 by Marshall who founded the People’s Temple Applewhite. Its beliefs revolved church in the 1950s. Gradually, he around UFOs and the Bible. Cult became power-hungry and paranoid. members shaved their heads and designed He moved his cult to South America where he set web-sites to make money. In 1997, they mistook up a “paradise” called Jonestown. When officials a comet for the end of the world. They recorded came to check, he murdered them and ordered his good-bye messages on video, then committed followers to commit suicide by drinking Kool-aid group suicide by eating poison applesauce. laced with cyanide. Over 900 people died.
Unification Church (Sun Myung Moon) Scientology (L. Ron Hubbard)
The Unification Church was The Church of Scientology was founded in 1954 by Sun Myung founded in 1954 by L. Ron Hubbard, Moon, a Korean Christian. Moon an American science fiction writer taught that he was appointed by who died in 1986. He taught that Jesus Christ to save the world. His group, the humans are alien spirits and that their problems Moonies, became rich and powerful and was can be cured by an expensive process called famous for its mass weddings. Moon was sent to “auditing”. Critics have called Scientology a prison in 1982 and died in 2012. His church has dangerous cult which extorts money, exploits its been accused of brainwashing and exploitation. followers and harasses critics and ex-members.
Branch Davidians (David Koresh) The Manson Family (Charles Manson)
David Koresh was a charismatic Charles Manson was a California American Christian. In 1988, he criminal who formed a 1960s cult of became the leader of the Branch American hippies around the Beatles Davidian cult in Waco, Texas. He song Helter Skelter. He taught his predicted the end of the world in 1995 and followers that the world would be destroyed in a armed his followers with automatic weapons. race war and ordered them to kill strangers. In When US government agents came to arrest him 1969, he and his cult members brutally tortured in 1993, his followers shot at them. A fire broke and murdered 9 people in Los Angeles including out killing 80 members, including 22 children. famous Hollywood actress, Sharon Tate.
Global Issues in Language Education 18 Newsletter Issue #95 April 2015
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A SHORT GUIDE TO HOW CULTS WORK HOW DO I KNOW IF IT’S A CULT?
Recruiting Deceptive recruiting using lies and evasion? " ! Making contact: " Intense peer pressure? Emotional blackmail? ! a group of unusually cheerful young people " Near-worship of a charismatic leader? approach you on campus and start talking with " Brainwashing of members? you. Soon you’re “instant friends”! " Forced isolation from the outside world? ! OR a friendly stranger approaches you on the Virtual imprisonment and near-slave labor? street and asks you to do a short survey " ! most people who are recruited into a cult are at " A deliberate culture of fear and paranoia? a vulnerable time in their life " Separation of spouses and parents from kids? Controlling of personal relations? (who you can ! The Invitation: " contact / whether you can marry...) ! Your new “friends” tell you about an upcoming Vast differences in the lavish lifestyle of the “study group” or “meeting” and insist that " higher-ups and those lower down? “you’ve just got to attend!” Handing over all your money and goods to the " ! The Pitch: cult and its leader? ! You attend the “meeting”, do some ice-breaking Endless fundraising and recruiting to expand the " activities, then hear an idealistic but vague and power base of the group? confusing “lecture” Constant self-criticism? Rewarding followers " ! Your “friends” pressure you to attend a for reporting the “sins” of other members? weekend seminar to learn more how their An urgent spiritual mission? A need to lie, special group is working to “save the world” " cheat, kidnap and kill to “save the world”?
Life in the Cult Demonization and harassment of cult critics and " former members? ! Brainwashing, Isolation and Control: ! Before you know it, you’re spending more time Movies about Cults with your new “friends” and trying to understand their “deep” philosophy The Master (2012) ! To help you concentrate on your “spiritual Powerful story of a drifter who gets involved in a progress”, the cult forces to you to cut off all Scientology-style cult run by a charismatic leader.
contact with “unhealthy influences” such as The Sacrament (2013) your family, friends and relatives A journalist attempts to locate his sister who has ! To make sure you don’t ask questions or think joined a cult. Based on events at Jonestown. critically, you’re kept busy chanting, reciting Holy Smoke (1999) the leader’s holy text and blocking “negative” A girl is inducted by a guru into a cult. Her family thoughts hires a deprogrammer to get her out (Kate Winslet) ! Soon, you’re a drone who is mercilessly exploited for the benefit of the cult Elmer Gantry (1960) A salesman joins a religious group and uses his Escaping from a Cult persuasive skills to take control. (Burt Lancaster). ! If you’re lucky, your family will arrange for a cult For more movies, google: exit counselor to help you escape ! 20 Great Films about Religious Cults Recovery ! 10 Essential Movies about Cults
! cult survivors suffer from PTSD (post trau-matic
stress disorder) and need time to recover I would love to see every high school and college teach its students about destructive cults. The course
Discussion or Debate: Are They Cults? needn’t mention any particular group by name: it Being a cult is not a simple yes-no, either-or, should discuss the principles of mind control and black-or-white issue. Many groups have cult-like teach students to be suspicious of any environment aspects. Have your students debate whether the that discourages them from asking critical questions. following are cults or cult-like organizations: I encourage everyone to get involved. In the words of Edmund Burke, “All it takes for evil to triumph is for ! Aum Shinrikyo ! AKB 48 good men to do nothing.” ! ! North Korea your high school – Steven Hassan (US cult expert)
Global Issues in Language Education 19 Newsletter Issue #95 April 2015
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R E S O U R C E S A N D I N F O R M A T I O N
Moral Heroes Karmatube Oxfam Education
< http://moralheroes.org > < www.karmatube.org > www.oxfam.org.uk/education/
Moral Heroes is an archive of Karmatube features videos from Oxfam Education is a dynamic UK inspirational men, women and around the world that inspire people global education website for youth - past and present - who have to think and act. Browse their set of teachers and students featuring dedicated their lives to working for clips on love, courage, generosity, information, news and resources a better world. A great site for everyday altruism, empowering about global issues, international student projects! girls and more. themes and world citizenship.
Global Dimension United Nations Works Better World Links
Global Dimension is a great UK United Nations Works is a great Better World Links is an amazing resource designed to help teachers global education website for global education resource which bring a global dimension to their teaching about global issues such as lists links to 80,000 websites on schools. Click on “Curriculum poverty, peace, human rights and dozens of global issues such as war, Subject” to find some great global AIDS. Check out their What’s peace, human rights, health, media, education resources for teaching. Going On? video series! gender, culture and youth.
Peace Boat U.N. Cyber School Bus Better World Website
< www.peaceboat.org > www.un.org/Pubs/CyberSchoolBus/ < www.betterworld.net >
Peace Boat is a Japanese NGO The United Nations Cyber School Better World is a peace education which organizes round-the-world Bus is a classic global education website which features 5,000 free cruises each year to study world website which features teaching resources on heroes, quotes, dates regions and global issues. They run materials, country profiles, data, & issues. It was set up in memory programs for college students. games, quizzes, class activities and of murdered US peace activist Encourage your students to join! other resources on global themes. Emily Silverstein by her father.
Global Issues Green Teacher Global Issues at ESL Etc.
Global Issues is an informational Green Teacher is a great website ESL Etc. features great free website with over 500 articles on and magazine which offers handouts, teaching resources and global issues topics from military classroom ideas, activities and podcasts on global issues, global spending and racism to poverty, the resources to help promote envi- education and global activism in environment and the arms trade. ronmental awareness in schools. language teaching. Check it out!
Global Issues in Language Education 20 Newsletter Issue #95 April 2015
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LANGUAGE TEXTBOOKS ON GLOBAL THEMES
Publishers are invited to send in sample copies of new books for publicizing in the newsletter. Readers interested in writing reviews of books should contact the editor.
(1) “Seeing the World Through the News” (2-book set and DVD series) Kinseido Press, Tokyo Tel: 03-3263-3828
This 2-book DVD series for intermediate Japanese learners features BBC News clips on social and global topics. Each 6-page unit features a preview, DVD viewing tasks, background info, comp questions, a summary writing task and follow-up activities.
Seeing the World Through the News 1 by D. Cheetham et al (2015:]2,400) The 15 topics in Book 1 include: Queen Elizabeth II, British food, Facebook and free speech, Stonehenge, Muslim dress, death of the book, day trip to Derry, becoming British citizens, at home with dementia, Scottish independence and university fees.
Seeing the World Through the News 2 by T. Knowles et al (2015: ]2,400) The 15 topics in Book 2 include: the Canterbury girls’ choir, a festival for geeks, saving the elephants, British education, horse therapy, Cyber Monday, Red Cross poverty aid, bicycles, processed meat, hope for the blind, being British & immigrants
(2) "Campaign: English for Law Enforcement" by Charles Boyle & Ileana Chersan (2009; ]3,500) MacMillan Language House E-mail:
This 125-page EFL text is designed to meet the communication needs of 21st century police officers, security personnel and customs staff. Its 12 units deal with: the world of law enforcement, traffic and vehicles, community policing, emergency calls, property crimes, drugs and alcohol, civil disorder, at the police station, crime scene investigation (CSI), criminal justice, organized crime (human trafficking) and inter-national cooperation (INTERPOL). Each 8-page unit consists of 4 sub-topics which feature reading, speaking and listening tasks built around text boxes and photos.
(3) "Reading Pass (Second Edition)" by Andrew E. Bennett (2015) MacMillan Language House E-mail:
The 2nd edition of this 4-level series promotes integrated English skills through high-interest content and colorful graphics on topics linked to entertainment, health, science, society and culture. Each 6-page unit features a 1-page reading passage accompanied by comprehension, vocabulary, listening, writing and discussion tasks.
Reading Pass Intro (]2,484) Its 20 topics include: fringe science, nuclear power, the World Cup, medical tourism, cell phones, Jerusalem, Serengeti, fair trade, the rich-poor gap, world fairs, fast food
Reading Pass 1 (]2,484) Its 20 topics include: Olympic cities, Internet communities, console gaming, tele-working, graffiti, e-books, multiculturalism, space tourism, cultural taboos, volun-teering, Burj al Arab, pop culture, climate change, identity theft, India and transfat
Reading Pass 2 (]2,484) Its 20 topics include: millennial generation, green profits, pets, viral marketing, TED talks, gossip media, the world’s forests, adventure tourism, the Cannes film festival, philanthropy, fresh water, exporting culture, aging populations, Youtube and yoga
Reading Pass 3 (]2,484) Its 20 topics include: pro gaming, the blogosphere, organic food, franchises, character culture, language change, motivation, yellow dust, privacy, going carbon neutral, Web 2.0, troubled pop stars, space colonies, office gossip and stem cells
Global Issues in Language Education 21 Newsletter Issue #95 April 2015
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RESOURCE BOOKS ABOUT DESTRUCTIVE CULTS
Take a look at some of the following books to help you learn more about destructive cults, design anti-cult lessons and protect your students!
General Books Specific Cults
Combatting Cult Mind Control The Cult at the End of the by Steven Hassan (1990) $15 World – D. Kaplan (1996) $4
A classic text about destructive cults, A good English account of Shoko how they recruit and how to help people Asahara, his Aum Shinrikyo cult and escape. A great book to start with! the 1995 sarin gas attacks in Tokyo.
Cults In Our Midst Destroying the World to Save It by Margaret T. Singer (2003) $20 – R. J. Lifton (2000) $16
The definitive work on cults, how they A powerful study of Aum Shinrikyo work and the damage they do written by that outlines how millennial cults try to one of the world’s top cult experts. bring about the end of the world.
Cults Inside Out I’m Perfect, You’re Doomed by Rick Ross (2014) $23 - Kyria Abrahams (2010) $19
A solid overview about destructive cults, An account of growing up as a the devious tactics that they use and how Jehovah’s Witness knowing that you’ll to counter cult brainwashing. go to heaven while others will burn.
Cults: Drinking the Kool Aid A Thousand Lives Cults - Flash Guides (July 2015) $9 - Julia Scheeres (2011) $13 Drinking A new 2015 guidebook which gives the Kool The tragic story of the Jonestown Aid profiles of destructive cults ranging from massacre and of how Jim Jones forced FlashGuides 1,000 followers to die in Guyana. Jonestown to Scientology.
Leave the Cult Handbook Going Clear: Scientology by Hiyaquha Cohen (2013) $14 - Lawrence Wright (2013) $13
A good guide on ways to identify A fair and objective indictment of L. dangerous cults plus a step-by-step Ron Hubbard with a detailed history of guide on how to leave them. the secretive cult that he created.
Cults: Dangerous Devotion Helter Skelter DVD (2009) History Channel $15 - Vincent Bugliosi (2001) $13
This 45-minute DVD gives a good A gripping account of Charles Man- overview of dangerous cults ranging son, his hippie cult and their murder of from Jonestown to Aum to Waco. Hollywood actress Sharon Tate.
More Books about Cults in General More Books about Specific Groups
! Escape: My War on Cults (2013) – P. Morantz ! Underground: Tokyo Attack (2001) – Murakami ! A Brief History of Cults (1999) – P. Haining ! Inside Scientology (2006) – Janet Reitman ! Take Back Your Life (2006) – Janja Lalich ! Sex, Lies & Two Hindu Gurus (2012) – K. Jonson ! When Religion Becomes Evil (2008) – C Kimball ! Mad After Krishna (2011) – Paul Ford ! Cults: A Bloodstained History (2014) – Tormey ! The Mormon Cult (2008) – Jack B. Worthy ! Killer Cults: Shocking Stories (1995) – Boyle ! Escape from Paradise (2015) - Larkin
Global Issues in Language Education 22 Newsletter Issue #95 April 2015
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GLOBAL EDUCATION MATERIALS AND RESOURCES
Take a look at the materials, websites and organizations below to catch up on new initiatives or to learn about useful global education resources and materials.
Breaking News English JALT Critical Thinking SIG Fair Trade Goods www.breakingnewsenglish.com Learn how you can promote Bring Third World goods into your critical thinking in your classes. school at "fair trade" prices: Web: http://jaltct.wordpress.com * www.peopletree.co.jp or co.uk Email: [email protected] * www.fairtrade.net
Check out this great EFL website, The World Around Us Global Education Maps by webmaster Sean Banville, with its database of free lessons on news Get a copy of this great Canadian Decorate your classroom or your and current events ranging from ESL text on social / global issues. school with these great global ed Syria to Mali to Japan to Brazil. * Cost: ¥2000 / $20 (Kip Cates) maps. < http://odtmaps.com/>
GLOBAL EDUCATION RESOURCES
Contact the organizations below for information on their latest teaching materials.
Amnesty International (AI-USA): books, reports, videos on human rights and human rights education Amnesty International USA, 322 8th Avenue, New York 10001, USA Web: www.amnestyusa.org
Anti-Defamation League of B'nai B'rith: teaching resources on ethnic minorities and prejudice reduction Anti-Defamation League, 823 U.N. Plaza, New York 10017, USA Website: www.adl.org
International Education Resource Center (ERIC): Japanese resources on global education / global issues ERIC, Cosmo Nishi Sugamo 105, 1-93-5 Takinogawa, Kita-ku, Tokyo 114-0023 Web: www.eric-net.org
National Geographic Society: books, maps, DVDs and CD-Roms on global awareness and world cultures National Geographic, Box 98199 Washington, D.C. 20090-8199 US www.nationalgeographic.com
New Internationalist: maps, atlases, books, posters, CD-Roms on world development and global issues New Internationalist, Box 1143, Lewiston, New York 14092 USA Website: www.newint.org
Oxfam Education Catalog: teaching packs, posters and games on Third World and development issues Oxfam Education, 274 Banbury Road, Oxford OX2 7DZ, UK Web: www.oxfam.org.uk/education/
Peace Education Foundation: primary and secondary texts on peace education and conflict resolution Peace Ed. Foundation, 1900 Biscayne Blvd Miami 33132 US Fax 305-576-3106 www.peace-ed.org
Peace Resource Project: bumper stickers, buttons, T-shirts & coffee mugs on peace and global issues Peace Resource Project, Box 1122 Arcata, CA 95518-1122 USA Website: www.peaceproject.com
Social Studies School Service: global education catalog of books, videos, software, posters & maps Social Studies School Service, 10200 Jefferson Blvd, Box 802, Culver City, CA 90232-0802 USA Tel: 310-839-2436 or 800-421-4246
Stanford Program on Int’l & Cross-Cultural Education: texts on world cultures & global issues SPICE, Stanford University, Littlefield Center 14C, 300 Lasuen St., Stanford, CA 94305-5013, USA Tel: 415-723-1114 or 800-578-1114 Fax: 415-723-6784 Website: http://spice.stanford.edu/
U.N. Bookstore: books, videos, posters, maps on global issues, world cultures, int’l understanding UN Bookstore, New York 10017 USA www.un.org/Pubs/CyberSchoolBus/bookstor/index.html
WWF (World-Wide Fund for Nature): books, teaching packs and videos on environmental issues WWF, Panda House, Weyside Park, Godalming, Surrey GU7 1XR UK Website: www.panda.org
Japan University English Model United Nations British Council English Lessons June 26 – 28, 2015 < http://juemun.weebly.com > < www.teachingenglish.org.uk > ! ! This year’s Japan University English Check out the EFL teaching ideas Model United Nations (JUEMUN) will and activities listed at the bottom of be held at Kinki University in Osaka. this webpage including units about Check their website for details. the Magna Carta and World War I.
Global Issues in Language Education 23 Newsletter Issue #95 April 2015
COMING EVENTS CALENDAR
May 3 World Press Freedom Day 1 June 20 World Refugee Day 5 May 12 World Fair Trade Day 2 June 26 International Day against Drugs 6 May 31 World No Tobacco Day 3 July 11 World Population Day 7 June 5 World Environment Day 4 Aug 6 / 9 Hiroshima Day / Nagasaki Day 8
1 Press:
2 Fair Trade Day:
* More dates:
GLOBAL ISSUES IN LANGUAGE EDUCATION
WHAT ARE GLOBAL ISSUES? Global issues refer to world problems such as war, hunger, poverty, oppression, racism, sexism and environmental destruction as well as to concepts such as peace, justice, human rights, world citizenship, social responsibility and international understanding.
WHAT IS GLOBAL EDUCATION? Global education is a new approach to language teaching which aims at enabling students to effectively acquire and use a foreign language while empowering them with the knowledge, skills and commitment required by world citizens for the solution of global problems.
JALT GLOBAL ISSUES SIG The Global Issues in Language Education Special Interest Group (GILE SIG) of the Japan Association for Language Teaching (JALT) aims to promote: (a) the integration of global issues, global awareness and social responsibility into language teaching (b) networking and mutual support among language educators dealing with global issues (c) awareness among language teachers of important developments in global education and the fields of environmental education, human rights education, peace education and development education
NEWSLETTER SUBSCRIPTIONS (JALT Members) JALT members who wish to join the "Global Issues" Special Interest Group can either register and make their payment on-line via the JALT website or send a postal "furikae" form with their ¥1500 payment to JALT from any post office in Japan.
NEWSLETTER SUBSCRIPTIONS (Non-JALT) Interested teachers, institutions and organizations are warmly invited to subscribe to our quarterly newsletter. Annual subscriptions are ¥2000 or US $15. ! In Japan, send your ¥2000 payment to: ^_`abc!!de^fg 108) hi bcjk 3752673 San’in Godo Bank (Koyama branch 108) Regular Account # 3752673 “GILE Newsletter” ! Overseas subscribers should pay in US dollars (make personal checks out to "Kip Cates" on a US bank) ! Please ask about newsletter exchanges or complimentary subscriptions for global issue NGOs, global education organizations, language teaching associations and teachers in developing countries.
JALT SIG AND GLOBAL ISSUES NETWORK MEMBERSHIP (as of July 2014) * JAPAN SUBSCRIBERS: GILE SIG / JALT (200) GLOBAL ISSUES NETWORK (50) = 250 * INTERNATIONAL SUBSCRIBERS (eg Algeria, Australia, Brazil, China, Egypt, France, Germany, Korea, Philippines, Russia, Singapore, Taiwan, Thailand, UK, US, Vietnam...) = 100
NEWSLETTER INFORMATION AND GUIDELINES FOR SUBMITTING ARTICLES The Global Issues in Language Education Newsletter is published 4 times a year (March, June, September, December). Those interested in contributing concise articles (1-3 pages in length) on topics related to global education, global issues and language teaching are invited to send these in by e-mail.
Global Issues Newsletter c/o Kip Cates, Tottori University, 4-101 Minami, Koyama, Tottori City, JAPAN 680-8551 Tel/Fax: 0857-31-5148 E-mail:
Subscriptions: JALT = ¥1500 Non-JALT = ¥2000 Overseas = US $15 (checks to "Kip Cates")
Global Issues in Language Education 24 Newsletter Issue #95 April 2015